2016 Promising Practices Award Breakfastblackstonevalleycc.weebly.com/.../24890045/...2016.pdf · writing products in response to ongoing feedback, including new arguments or information

Blackstone Valley Educational Collaborative Promising Practices

Exemplar in Curriculum

Blackstone Valley Superintendents’ Consortium

2016

Promising Practices

Award Breakfast

May 13, 2016

8:00 a.m.

Asa Waters Mansion

123 Elm St., Millbury, MA 01527



Table of Contents

Letter from Dr. Joseph P. Maruszczak, Chairperson,

Blackstone Valley Superintendents’ Consortium………………………………1

Letter from Cindy Socha, Chairperson, Curriculum Directors ……….…..........2

2016 Recipients……………………………………………………….………...3

Bellingham

Blackstone-Millville Regional

Blackstone Valley Regional Vocational Technical High School

Douglas

Grafton

Hopedale

Mendon-Upton Regional

Milford

Millbury

Northbridge

Sutton

Uxbridge



Promising Practices in Education

Blackstone Valley Consortium

The lesson plans that follow represent the hallmark of innovation and best practices from some

of the finest educators in the Blackstone Valley. Nominated by curriculum directors and

endorsed by principals, these lessons have been selected because they have been shown to both

motivate and inspire students. They are snapshots of instruction that are truly engaging.

Please take the time to review what your colleagues have created to share with you. These

lessons truly serve as exemplars in addressing higher order thinking in curriculum, instruction,

and assessment practices. Project descriptions and contact information are shared to facilitate

interaction with the growing list of award winners.

While only nominations selected for 2016 recognition are shared within this booklet, the

compilation of award-winning lesson plans identified since the creation of this award is available

electronically on each member district’s website. Whether you discover a multitude of new

activities to incorporate into your classroom, or come across just one idea to spark your own

creativity, we hope this venture into new teaching methodologies will be the spark for a life-long

pursuit of educational excellence.

Cordially,

Dr. Joseph P. Maruszczak, Chair

Blackstone Valley Superintendents’ Consortium



Blackstone Valley Curriculum Consortium

* Bellingham * Blackstone-Millville * Blackstone Valley Vocational Regional *

* Douglas * Grafton * Hopedale * Mendon-Upton * Milford *

* Millbury * Northbridge * Sutton * Uxbridge *

Promising Practices in Education


On behalf of the Blackstone Valley Curriculum Consortium, I would like to congratulate this

year’s recipients of the Promising Practices in Education Award. As an educator, your district

recognizes your outstanding contributions to the profession of teaching.

Over the past years, you and your fellow educators have been sharing best practices in

instruction, which have enriched all of our districts. The exemplary teaching that has been

brought forward by this program celebrates and promotes creative and innovative teaching

practices that inspire students to grow academically, and inspires other teachers to grow

professionally.

I applaud your work in bringing curriculum alive for students. The lessons, units, and projects

you provide serve as a tangible resource for your fellow teachers throughout the Blackstone

Valley.

Your work in this booklet will be shared and used by others for many years to come. Thank you

and congratulations again for your commitment to our profession and our students.

Cindy Socha, Chair




Name(s): Luke MacPherson, David Acerra and Deb Conroy

Email Addresses: [email protected]

[email protected]

[email protected]

School District and Address: Bellingham Public Schools

School Administration Building

4 Mechanic Street / Bellingham, MA 02019

Superintendent: Peter D. Marano

School Name and Address: Paul J. Primavera Jr./Sr. High School

80 Harpin St.

Bellingham, MA 02019

Principal: David S. Cutler

Curriculum Director/Coordinator and Address:

Matt Bolduc

School Administration Building

4 Mechanic Street / Bellingham, MA 02019

Subject Area: ELA, Visual Arts & Technology

Grade Level: 9-12

Target Audience: High School

Number of Days of Unit/Activity: Full Term

Project Title

Multi-Media Interpretations of Universal Themes in Literature

Project/Unit/Program – Focus/Goal

The focus/goal of this unit is for students to first be exposed to literary works that are exemplars

of a specific genre. While reading and comprehending the selections, “archetypal criticism” will

be introduced to identify the mythic resonance. Furthermore, students will briefly be introduced

to cultural anthropology and psychoanalysis – specifically the works of Carl Jung and the idea of

the collective unconscious. They will discuss the cultural function of literature, and how in many

ways the characters and events they read about provide guidance for their own lives.

mailto:[email protected]





In addition to identifying the universal themes found in these selections, students will then draw

connections to other works that they are more familiar with. They will be able to compare these

works across a variety of mediums, infusing technology with literacy and visual arts, and making

connections between otherwise unlikely genres, such as renaissance painting and film noir.

Standard Strands Being Assessed

ELA:

CCSS.ELA-LITERACY.RL.9-10.9

Analyze how an author draws on and transforms source material in a specific work (e.g., how

Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play

by Shakespeare).


Determine two or more themes or central ideas of a text and analyze their development over the

course of the text, including how they interact and build on one another to produce a complex

account; provide an objective summary of the text.


Analyze the impact of the author's choices regarding how to develop and relate elements of a

story or drama (e.g., where a story is set, how the action is ordered, how the characters are

introduced and developed).

CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.


Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.


Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.


Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and overreliance on any one source and following a standard format

for citation.


Draw evidence from literary or informational texts to support analysis, reflection, and research.

Visual Arts:

Anchor Standard #1. Generate and conceptualize artistic ideas and work.

Anchor Standard #6. Convey meaning through the presentation of artistic work.

Anchor Standard #7. Perceive and analyze artistic work.

Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.

Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical

context to deepen understanding.

http://www.corestandards.org/ELA-Literacy/RL/9-10/9/



http://www.corestandards.org/ELA-Literacy/W/11-12/1/







Technology ISTE Standards (Referenced)

1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and

develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

c. Use models and simulations to explore complex systems and issues

d. Identify trends and forecast possibilities

2. Communication and collaboration Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual learning

and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital

environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media

and formats

c. Develop cultural understanding and global awareness by engaging with learners of other

cultures

d. Contribute to project teams to produce original works or solve problems

Materials iPad Cart, SmartBoard, Microsoft Office/OneDrive-Bellingham Public Schools, iTunes, iMovie,

Sony HDR-CX240 HandyCam, The Odyssey by Homer, The Postman Always Rings Twice by

James M. Cain, Anthem by Ayn Rand, art supplies, props and costumes.

Description Students will participate in the following units, and complete several of the suggested activities.

The purpose is not merely to recall information from the text, but to synthesize that with their

prior knowledge, and to create artifacts that effectively convey that understanding. Throughout

this process, they will be provided with the support necessary to construct submissions from

several different mediums, exploring multiple pathways to success and strengthening 21st century

skills.

1. The Hero’s Journey and The Universal Myth: Using the Odyssey as the model for

epic heroism, students will breakdown and identify the key elements of the genre.

Focusing specifically on what each character and event represents to the protagonist,

students will apply this formula to more contemporary works of literature. Selected

writings of Karl Jung and Joseph Campbell will be provided to further enhance this

method of analysis.

2. Noir and The Antihero: Students will read examples of American “hardboiled” fiction,

focusing specifically on the use of imagery when referencing dark or light, and how this

particular genre creates a reversal of the traditional hero in literature. Students will also

cover how the writings of Cain and Marlowe transcended literature to become staples of

film, and how the metaphoric use of dark and light relates to the visual contrast of the

renaissance painting method, chiaroscuro.



3. Dystopian fiction and contemporary connections: Students will survey several key

components of major world philosophies prior to being introduced to Ayn Rand’s theory

of Objectivism. They will read her novella, Anthem, and identify specifics of this future

society, and how it was intended as a warning. They will then compare and contrast this

particular work with another title of their choice that they are more familiar with. The

current trend in young adult fiction has addressed similar themes with titles like

Divergent, and The Hunger Games, as well as perennial favorites like The Giver.

Upon completion of the literary analysis, students will begin constructing their finished products.

Their artifacts will be done with a liberal amount of autonomy, and must include a component of

technology. Possible formats could be but are not limited to: PowerPoint presentations, video

presentations, student films or documentary analysis. Students are encouraged to suggest other

formats pending teacher approval.

Some examples include:

What Is Art

https://www.youtube.com/watch?v=LCM2EDZS48E

Revenge of the Mag-Light’s Return

https://www.youtube.com/watch?v=iOkHArstllc

Assessment Design

Multi-Media Rubric

Score

Levels

Chosen Media

The organization and

integration of media objects

such as text and graphics to

represent and convey

information.

Electronic media also may

include video, animation, and

sound.

Content

The topics, ideas,

concepts, knowledge,

and opinions that

constitute the substance

of the presentation.

Writing/ Mechanics

The language,

organization,

punctuation, spelling,

grammar and

capitalization

Oral Presentation

The clarity, and ability

to articulate content

while speaking

5

Students have used media in

exemplary, creative and

effective ways that exploit the

particular strengths of the

chosen format. All elements

make a contribution.

With electronic media, there

are few minor technical

problems

The content presented is

superior and clearly

demonstrates a solid

understanding of the

topic. It reflects broad

research and application

of critical thinking

skills; shows notable

insight or understanding

of the topic; compels

All elements of writing

and language are

superior. There are no

mistakes.

Presentation was well

organized and

captivating.

Information was

presented clearly and

succinctly.

https://www.youtube.com/watch?v=LCM2EDZS48E

https://www.youtube.com/watch?v=iOkHArstllc



the audience's attention.

4

Presentation blends media

elements in a balanced,

attractive, easy-to-follow

format. With minor exceptions,

all elements contribute rather

than detract from the

presentation's overall

effectiveness.

The project has a clear

goal related to a

significant topic or

issue. Information

included has been

compiled from several

relevant sources. The

project is useful to an

audience beyond the

students who created it.

All elements of writing

and language are very

good. There are only a

1-2 mistakes.

Presentation was very

well organized and

kept the audience

attention. Information

was presented clearly

and succinctly most of

the time.

3

Presentation uses media

elements adequately. With

electronic media there are some

technical problems, but the

viewer is able to follow the

presentation with few

difficulties.

The project presents

information in an

accurate and organized

manner that can be

understood by the

intended audience.

There is a focus that is

maintained throughout

the piece.

Most elements of

writing and language

are good. There are 3-

4 mistakes.

Presentation was well

organized and kept the

audience attention

most of the time.

Information was a

little confusing at

times.

2

Presentation uses a limited

amount of media objects and

the organization confusing.

With electronic media there are

technical difficulties seriously

interfere with the viewer's

ability to see, hear, or

understand content.

The project has a focus

but may stray from it at

times. There is an

organizational structure,

though it may not be

carried through

consistently. There may

be factual errors or

inconsistencies, but

they are relatively

minor.

Writing and language

elements are fair.

There are 5-7

mistakes.

Presentation was not

very well organized

and difficult to follow

at times. Information

was confusing at

times.

1 The presentation is of poor

quality and is disorganized and

difficult to follow.

Project seems

haphazard, hurried or

unfinished. There are

significant factual

errors, misconceptions,

or misunderstandings.

Writing is poor. There

are more than 7

mistakes throughout.

Presentation poor and

disorganized.





Name(s): Kathy Boisvert


School District and Address: Blackstone-Millville Regional School District

175 Lincoln St.

Blackstone, MA 01504

(508) 883-4400

Superintendent: Allen Himmelberger

School Name and Address: Millville Elementary School

122 Berthelette Way

Millville, MA 01529

(508) 883-0177

Principal: Dr. Paul Haughey


Dr. David Thomson

Blackstone-Millville Regional School

District Office

175 Lincoln St.

Blackstone, MA 01504

(508) 883-4400

Subject Area: ELA - Speaking and Listening

Grade Level: Pre-K

Target Audience: 3-5 year-olds with and without disabling conditions

Number of Days of Unit/Activity: 5

Project Title: ELA Unit – Story Time (Eric Carle Stories/Brown Bear)

Project/Unit/Program – Focus/Goal: Students will be able to participate in story time and

answer simple WH questions, as well as begin to match/label the color words presented in

“Brown Bear, Brown Bear” while listening to others and taking turns speaking.

Standard Strands Being Assessed: Speaking and Listening Standards Pre-K–5 (Story: Brown

Bear, Brown Bear) Comprehension and Collaboration Standard can be found at:

http://www.doe.mass.edu/frameworks/current.html

http://www.doe.mass.edu/frameworks/current.html



Materials (links to resources) SMART Exchange – Smartboard Notebook Lessons found at http://exchange.smarttech.com/

search.html?q=Brown%20Bear%20Brown%20Bear%20%20sequencing

PictureSET Database: Visuals for the classroom and home support

https://w3.setbc.org/students/Pages/PictureSET.aspx

Lesson Description/Overview

Gain attention/Ask probing questions:

Have you ever seen a bear?

Do you think a bear would be BIGGER or SMALLER than you?

Do you think you would want a bear as a pet? Why or why not?

Inform students of the standard and objectives:

Review Circle Time Rules

Explain the story time activities and current theme – Eric Carle Stories

Interpret the visually presented information on book cover – talk about author and

illustrator (preview visuals of animals and color words in story)

Stimulate recall of prior learning:

Does anyone know the color of a duck? A frog? (Have a copy of the visuals on counter

so that children can see it and refer to it as needed)

What is your favorite color? Can you tell me something that is your favorite color?

Present the Content:

Begin the lesson by previewing the color words on a white board so that the children can

anticipate what the focus of the story will be and this will also provide the students a

framework of understanding as they listen to the story “Brown Bear, Brown Bear.’

As the story is being read, focus on and repeat the key terms for this story which are the

following color words: red, yellow, brown, black, blue, green, orange, purple and white. I

would also have pictures of the animals from the story for the children to refer to

throughout circle time.

Elicit performance (opportunities to practice):

Challenge students to match the key terms during a craft activity where they create their

own Brown Bear books (also provide opportunities to match words in a variety of tasks)

Focus on including EVERY child by offering a visual model, a choice of only two words

at a time, having the children work together to offer peer support, as well as using the

story and visuals as a guide.

Provide every child a successful opportunity to participate by modifying the activity as

necessary with the use of visuals for support and/or creating more challenging activities.

Additional activities:

http://exchange.smarttech.com/%20search.html?q=Brown%20Bear%20Brown%20Bear%20%20sequencing

http://exchange.smarttech.com/%20search.html?q=Brown%20Bear%20Brown%20Bear%20%20sequencing

https://w3.setbc.org/students/Pages/PictureSET.aspx



Continue color recognition through a variety of classroom activities such as games and

sorting tasks because these types of activities focus on color recognition, as well as

provide an opportunity to reinforce understanding for the learners who may be having

some difficulty. Sorting tasks and games are wonderful for reviewing colors because they

are hands-on task.

Provide more than one opportunity to focus on the identification or colors and color

words. The use of visuals will also support students who need more assistance to identify

colors with greater accurately but increased independence.

Provide feedback:

Offer feedback after every comment and support each child who is demonstrating

difficulty by saying, “I like how you tried but let’s try that again…” if the child makes a

mistake and offer visual and/or verbal supports to scaffold your instruction and therefore

allowing the child to work through the problem with greater success.

Talk struggling students through the activities with the use of visual and verbal prompts

to support their efforts, as well as token boards with clear reinforcements.

Enhance retention and transfer:

Ask probing questions throughout the story about colors

Monitor each child’s progress and knowledge base (with a checklist)

Preview/review the story

Assessment

Anecdotal Records:

Focus on a specific language based milestones and take data during circle time and note

observations about the child’s ability to label and/or match color words.

Classroom Observations/Ongoing Assessment:

I would want to note if each child was able to confirm understanding of a text read aloud,

continue a conversation through multiple exchanges, as well as ask and answer simple

open ended questions. I would use a simplified version the speaking skills checklist.

Language Skills Rubrics:

Assessment of Speaking Skills Checklist from Multilingual Matters (Carrasquillo, 2004).

Individualized Assessment:

The students will be asked specific questions throughout the story and also reviewed

throughout the week so that the teacher can collect data and document their current level

of performance. The questions can include:

What color is on this card?

What color is this animal?



Name(s): Cynthia Collard


School District and Address: Blackstone Valley Regional Vocational Technical High School

65 Pleasant Street

Upton, MA 01568

Superintendent: Dr. Michael F. Fitzpatrick

School Name and Address: Blackstone Valley Regional Vocational Technical High School

65 Pleasant Street

Upton, MA 01568

Principal: Anthony E. Steele


Thomas Belland

65 Pleasant Street

Upton, MA 01568

Subject Area: Cosmetology

Grade Level: 9-12

Target Audience: Seniors majoring in Cosmetology Arts and Sciences

Number of Days of Unit/Activity: 4 week project

Project Title :

Salon Business Entrepreneurship and Integration Project

Project/Unit/Program – Focus/Goal:

Students will be able to:

Describe salon owner-ship types, structure, operations and requirements for the practice

of good business.

List and research the basic factors to be considered when opening a salon

Distinguish between the types of salon ownership

Identify and document all information that should be included in a business plan

Recognize the elements of successful salon operations

Describe, research and demonstrate space requirements and floor plans

Define, investigate and exhibit all requirements of designing and opening a salon




Standard Strands Being Assessed:

2.A Marketing Products and Services

2.A.01 Demonstrate techniques to market products and services.

2.B Professional Salon Business

2.B.01 Establish a salon’s business plan.

2.B.02 Explain the management operations of a successful salon.

4.A Communication in the Workplace

4.A.01 Demonstrate appropriate oral and written communication skills in the

workplace.

5.A Starting a Business

5.A.01 Demonstrate an understanding of the practices required to start a business.

5.B Marketing a Business

5.B.01 Demonstrate an understanding of marketing and promoting a business.

5.B.01.01 Markets.

5.C Financial Concepts and Applications in Business

5.D Legal/Ethical/Social Responsibilities

6.A Technology Literacy Knowledge and Skills (Grades 9 through 12)

6.A.01 Demonstrate proficiency in the use of computers and applications, as well as an

understanding of the concepts underlying hardware, software, and connectivity.

Materials

Milady Standard Text Book, Milady Course Management Guide, Milady Softskills

DVD, Milady Study Guide

Board of Registration of Cosmetology and Barbering- Rules and Regulations

zipskinny.com for Demographics

Multimedia Communications Department

Drafting and Engineering Technology Department

Description

Cosmetology students will complete an entrepreneurship project their senior year. Students will

have the opportunity to complete a project that follows all the components of a business plan to

open a mock salon that incorporates employability, entrepreneurship and technology skills that

connect to Massachusetts DESE Framework Standards. Projects also involve collaborating with

other shops and the integration of academic subjects. Their end result will be a binder with all

plans, paperwork, and salon model. This project involves the following:

http://www.mass.gov/ocabr/licensee/dpl-boards/hd/



Senior Related

1st Week– Chapter- The Salon Business, Milady Standard Text Book.

Including Class Work, Home Work, Vocabulary Quiz, and Chapter Test.

2nd

Week – Pass out, explanation, and research of all supporting documents, Components

of a Business Plan to be included in a binder with time lines.

Components of a Business Plan

Title Page- The Title page provides the name, address, and phone number of the

company and the Owner or CEO

Table of Content- Includes a sequential listing with page numbers for the different

sections of the business plan.

Business Description-Write a general description of your business plan

Find and print out your state board of registration of cosmetologist, rules and

regulations governing cosmetology profession, how to open a salon

Mission/Vison Statement-This is a statement of your mission as a salon. What are

your goals and objectives and how do you plan to attain them? What is your

vision for the future of your salon?

Company Overview-Staffing would include a list of personnel to be hired and

which area of cosmetology they will be practicing.

Product/Service Strategy-This section will review the current products and

services offered that make your salon unique and competitive

Market Analysis-This section describes your market. What are the demographics

in the area where your salon is located?

Marketing Plan- This section will explain your sales strategy, advertising,

promotion, and public relations plans.

Support Documents-This section will include a variety of additional documents to

support your business plan.

Business Plan with Multimedia Communications Department

Students will devise a complete plan to open a fictitious hair/salon/spa. They will work with

senior students in the Multimedia Communications Department to create business cards,

brochures, menu of services and prices, and an advertisement. Each student will research and

decide where they would like their business to be located. Using the internet to locate the State

Board of Cosmetology website for that state, they will use and obey those state and local laws in

their planning. They also decide which services they will have, pricing, salon type and style.

Business Plan with Drafting and Engineering Technology Department

Students will work with senior students in this department to create an actual blueprint to design

and build a salon. In doing this they will be working with the Drafting students using the CAD

system. They have to follow all of the state and local requirements.

Senior Practical

Business Plan with Drafting and Engineering Technology Department

Students will work with this department using their blueprint, the students will build a 3D model,

scaled to size of the salon they have designed. Students will then bring the model home and use



their imagination and creative materials to add details to their models and bring the salon “to

life”.

Assessment Design

Written and practical projects will be graded according to teacher rubrics

Creativity, uniqueness and imagination are considered in the end results of the salon

models.

Salon models will be judged by our Cosmetology advisory committee during our Local

SkillsUSA competition.

Peer review

Oral review assessment

Self-assessment utilizing student rubric



Student Sample Part 1



Student Sample part 2 and Lesson Plan Participants



Name(s): Sharon Rusack, Cathy Mattscheck, Paul Bolio,

Heidi Helstrom, Karen Cristian

Email Addresses: [email protected] ; [email protected] ;

[email protected] [email protected] ;

[email protected]

School District and Address: Douglas Public Schools

Superintendent: Norman Yvon

School Name and Address: Douglas Middle School

21 Davis Street

Douglas, MA 01516

Principal: Beverly Bachelder


Cindy Socha

Douglas Primary School

17 Gleason Court

Douglas, MA 01516

Subject Area: English, World History, Math, Science, Technology

Grade Level: 7th

grade

Target Audience: 7th

grade

Number of Days of Unit/Activity: 5 Days (including STEM Survival Day and shelter testing)

Project Title - “STEM Survival Day – The River”


The overall goal in creating this STEM-integrated interdisciplinary unit was to provide students

the opportunity to apply their learning in the major subject areas to a real-life problem; to

increase students’ critical thinking and problem-solving skills through experiencing the

engineering design process and applying it to the design and construction of a survival shelter

prototype; to better prepare students for college and career; to excite students about future

careers in STEM fields; and to increase the students’ achievement and mastery of STEM

subjects.









ELA: CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.SL.7.1

Math: 7.G.A.1, 7.G.A.2, 7.G.B.6

Science & Technology/Engineering: 7.MS-ETS3-4, 7.MS-ETS3-5, 7.MS-ETS1-2

World History: History and Geography 6.1, 6.2, 6.3

Materials

- “Stem Survival Day Resources”

http://www.douglas.k12.ma.us/webpages/7grade/index.cfm?subpage=2069047

-Acadian Forest Websites

http://www.annapolisriver.ca/acadianforest.php

http://www.eoearth.org/article/Eastern_Canadian_forests

-Copies of novel – The River – by Gary Paulsen (or tablets to use in reading electronic copies of

the novel)

-Reflection portfolios (could be done electronically utilizing a computer or tablet, or constructed

by hand using lined paper for writing and drawing paper for the portfolio cover)

-Computer or tablet to conduct research

-Graph paper, brown construction paper, rulers, twine, glue, colored pencils/markers, and paper

towels, high-speed fan, portable hand pump sprayer, materials gathered from the woods; i.e.,

sticks, pine cones, leaves, pine needles, tree bark, and rocks, and cardboard boxes

Description

Douglas Middle School 7th

graders took part in a fully integrated STEM unit, culminating on

Friday, Nov. 13, 2016, with a special day: “STEM Survival Day,” when students used what they

learned in Math, Science, and World History to create habitats for a character from Gary

Paulsen’s novel, The River. To begin the unit, students read The River in ELA class. In the

book, the two main characters become stranded in the Acadian Forest in Canada. They are

forced to build a shelter to withstand the cold nights, wind, and rain. After reading the novel,

students utilized the engineering design process they learned about in Science to design a

prototype of a survival shelter habitat using materials found in nature. They then had to apply

what they learned in Math classes about scale factor to draw a scale diagram of their habitat.

Students also created blueprints in order to include details about their surroundings, and how

these details would affect their structures. In History class, students researched information on

the Acadian Forest in Canada (the setting for the novel), including climate, native materials,

topography, geographical features, and weather patterns. They used this information to design

their own shelter habitats.

On the culminating day of the unit, “STEM Survival Day,” students were assigned these seven

challenges that incorporated all major subject areas:

http://www.corestandards.org/ELA-Literacy/RL/7/2/

http://www.corestandards.org/ELA-Literacy/SL/7/1/

http://www.douglas.k12.ma.us/webpages/7grade/index.cfm?subpage=2069047

http://www.annapolisriver.ca/acadianforest.php

http://www.eoearth.org/article/Eastern_Canadian_forests



Challenge #1: In World History, research the native trees, plants and animals of the Acadian

Forest in Canada. Be as detailed as possible in including this information. You may include

drawings. Challenge #2: Create a team portfolio, with a cover that includes your team name

(make it relevant to the task!), a list of your team members, and your group #.

Challenge #3: Draw a blueprint of a habitat you could create, using the native materials in the

Acadian Forest, in order to survive in the wilderness. Challenge #4: Select the best design and

build a prototype of the shelter using the following materials: sticks, pine cones, leaves, pine

needles, construction paper, glue, tape, and string. Challenge #5: Draw a scale drawing of your

shelter on graph paper. (Scale: 1 square= 1 inch). Challenge #6: Provide a written explanation

- Based on the climate and native materials available to you in Canada, what would your

structure really be made of? Base it on your research! Challenge #7: Reflection - What have

you learned from this experience? What did you enjoy? Did you follow your blueprint? How

did your design do overall? Explain. Relate this experience to the engineering design process.

Students employed real-life application of knowledge learned in their classes to create their own

survival shelters, drawing upon their own personal experiences of the outdoors to make

connections to the text in a “hands-on” way.

Assessment Design

Student work was assessed both formally and informally throughout the unit. All groups worked

on the culminating activity of constructing a shelter using items from nature, as well as two

pieces of brown construction paper, a little glue, a piece of tape, and two 1-yard pieces of twine.

While constructing their shelters, students had to consider their shelter’s ability to withstand

wind (a large testing fan) and rain (a spray bottle.) Students were grouped differently on STEM

Day from their typical classroom configurations. Typically, students are heterogeneously mixed

in grade 7 classes, with one inclusion block – but on STEM Day, students were completely

mixed from among all classes. This grouping gave students the chance to work with peers they

didn’t usually collaborate with, and it also allowed each student to contribute their skills and

talents to the success of the project. As a result, students of all interests and ability levels

contributed equally to the design and building of their shelters. As a final outcome of the unit,

students created a portfolio within their small groups. Each portfolio had specific criteria. Some

work samples were group-based, and others were completed individually.



Douglas Middle School 7th

Grade Team:

A 7th

grade group with their shelter

(L to R) Mrs. Helstrom, Mrs. Cristian,

Mr. Bolio, Mrs. Rusack, and Mrs. Mattscheck

Engineering Design Process



Name(s): Susan Peckitt and Michelle Davey Email Addresses: [email protected] [email protected] School District and Address: Grafton Public Schools

30 Providence Rd.

Grafton, MA 01519 Superintendent: Dr. James Cummings School Name and Address: 24 Providence Rd. Grafton, MA 01519 Principal: Mr. James Pignataro Curriculum Director/Coordinator and Address:

Ms. Tracey Calo 30 Providence Rd.

Grafton, MA 01519 Subject Area: English Co-Teaching Grade Level: 9 Target Audience: This is a co-taught 9th grade English class. There are twenty-one students in

this class. Six of these students are on IEPs and diagnoses include: communication impairment,

specific learning disabilities in mathematics, reading, and written language, autism spectrum

disorder, cerebral palsy, ADHD, and anxiety. One of the students is considered to be at-risk, and

none of the students are English Language Learners. Number of Days of Unit/Activity: One day in a three-week unit.

Project Title Mastering the Open Response Project/Unit/Program – Focus/Goal Students will be able to express mastery of composing an open response by revising an earlier

assignment to earn a four. Students will demonstrate the ability to utilize teachers’ written

comments and request assistance as needed to improve their writing. Teachers will use parallel

instruction and individualized instruction to ensure these learning objectives are met. Assessment

toward completion of these objectives will be evident through the students’ submission of

revised open responses.





Standard Strands Being Assessed RL 1. Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. RL 2. Determine a theme or central idea of a text and analyze in detail its development over the

course of the text, including how it emerges and is shaped and refined by specific details;

provide an objective summary of the text. RL. MA. 8A Relate a work of fiction, poetry, or drama to the seminal ideas of its time. RI 1. Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. RI 2. Determine a central idea of a text and analyze its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective

summary of the text. RI 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order

in which the points are made, how they are introduced and developed, and the connections that

are drawn between them. RI 5. Analyze in detail how an author’s ideas or claims are developed and refined by particular

sentences, paragraphs, or larger portions of a text. RI 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the

reasoning is valid and the evidence is relevant and sufficient; identify false statements and

fallacious reasoning. W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. W4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach, focusing on addressing what is most significant for a specific purpose and

audience W6. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology’s capacity to link to other information and to

display information flexibly and dynamically. W9. Draw evidence from literary or informational texts to support analysis, reflection, and

research. L1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. L3a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA

Handbook) appropriate for the discipline and writing type. L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L5. Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.



Materials Characterization Open Response:

https://docs.google.com/document/d/1G7lLwpb8JvNGhzz80065aRBq9tPgGqAaUjI4J1mlouk/ed

it?usp=sharing Mercy Killing Open Response:

https://docs.google.com/a/grafton.k12.ma.us/document/d/1wReIOMyeU60OVOa9j6W6J6Jkxj5n

XMKkjD5Mgi_34z4/edit?usp=sharing Description

While completing a unit on Of Mice and Men by John Steinbeck, students were given two

writing prompts (at different times during the unit) and instructed to write a one paragraph

response in the format of the Massachusetts Comprehensive Assessment System (MCAS) open

response requirements. Graphic organizer templates were provided to special education students

and were also made available to general education students. The open response prompts were as

follows: (1) Although plot drives a novel, characterization can be a driving force as well. In Of

Mice and Men, Steinbeck creates a number of interesting characters. Choose a character from

the first three chapters of the novel, list the three most important traits, and explain how

Steinbeck uses indirect characterization to portray this character. (2) Premise: A very important

event in Of Mice and Men occurs when Candy must decide to allow Carlson to shoot his dog.

This event becomes even more significant at the end of the novel when George is faced with a

similar decision. Prompt: Explain how the killing of Candy’s dog is similar to and different from

the killing of Lennie. Students were given one forty-five minute class period to compose each

open response. Extended time was provided to special education and struggling students as

needed. Students were provided with a copy of the prompt the night before and instructed to find

evidence (quotations) from Of Mice and Men to support their main points. Throughout the unit,

students received ongoing instruction in composing a proper open response and appropriately

integrating quotations. Prior to writing, the grading rubric was reviewed with the students, and

co-teachers co-graded the open responses to ensure consistency in grading. The grading rubric

aligns with the MCAS style of grading in which students earn a grade between one and four with

four indicating a perfect score. In addition to a number score, co-teachers provided written

feedback to the students. At the end of the unit, students were instructed to choose one of the two

open responses to rewrite for a better grade. Students were divided into two groups based on the

open response prompt they chose to rewrite. The co-teachers used parallel instruction to guide

students in how to answer the prompt and improve their writing. After direct instruction was

completed, students remained in the small group to individually rewrite their open response. Co-

teachers circulated amongst the students and provided individual instruction and assistance as

needed. The revised open responses were again co-graded to ensure consistency in grading. Assessment Design Assessment toward completion of these objectives will be evident through the students’

submission of revised open responses. Students will reflect on the grade they earned using the

student reflection sheet.

https://docs.google.com/document/d/1G7lLwpb8JvNGhzz80065aRBq9tPgGqAaUjI4J1mlouk/edit?usp=sharing

https://docs.google.com/document/d/1G7lLwpb8JvNGhzz80065aRBq9tPgGqAaUjI4J1mlouk/edit?usp=sharing

https://docs.google.com/a/grafton.k12.ma.us/document/d/1wReIOMyeU60OVOa9j6W6J6Jkxj5nXMKkjD5Mgi_34z4/edit?usp=sharing

https://docs.google.com/a/grafton.k12.ma.us/document/d/1wReIOMyeU60OVOa9j6W6J6Jkxj5nXMKkjD5Mgi_34z4/edit?usp=sharing





Name: Genevieve H. Columbo

Email address: [email protected]

School District: Hopedale Public Schools

Superintendent: Pamela Smith

School: Hopedale Jr. / Sr. High School

Principal: Derek Atherton

Subject Area: Spanish I

Grade Level: Grade 7

Target Audience: Beginner Spanish students in immersion classroom environment

Number of days of unit/ activity: Two classes of fifty-five minutes each

---------------------------------------------------------------------------------------------------------------------

Project Title Prepositions: Experiential learning in a proficiency based language classroom

Project/ Unit/ Program-Focus/Goal -to collaborate in order to construct meaning and solve problems in Spanish

-to give and follow directions

-to build community

Lesson Objective: -Students will use prepositions to identify, describe, ask questions, and express

needs in order to guide classmates through a student-built maze

Language Functions utilized Spanish 1 Learners are mainly Novice-Low to Novice-Mid

proficiency levels based on the American Council of Foreign Language Teaching. In this lesson

each learner will be able to perform each function of the language at their varying abilities.

In this lesson the functions of the language produce include:

Novice-Mid Novice-High Intermediate-Low

Describing

people, places,

Give a description

using one or two

Give a basic description

& make simple

Give more detailed

descriptions including




things, how and

how well

short adjectives (ex:

colors, numbers,

size, shape)

comparisons using

frequently used

adjectives and adverbs

comparatives and

superlatives

Asking and

responding to

questions

Respond to a simple

question.

Ask and respond to

simple, memorized

questions

Ask and respond with

some details to a variety

of informational

questions and follow-up

questions

Expressing

feelings and

emotions

Say that I am happy

or sad

Express basic emotions

and feelings

Express a variety of

emotions and feelings

Expressing

preferences and

opinions

Say I like or don’t

like something

Express preferences/

opinions in simple

sentences

Express preferences/

opinions with reasons


Massachusetts Foreign Language Standards

Interpersonal communication

1.3 Ask and answer questions

1.4 Make and respond to requests

1.5 Exchange information and knowledge

1.7 Express needs and emotions

Interpretive communication

2.1 Follow directions

2.2 Understand some ideas and familiar details

2.3 Obtain information and knowledge

2.4 Read and interpret signs, simple stories, poems, and informational texts

Materials Open classroom space

Classroom furniture- chairs, desks, tables

Bandanas

Description

Review: (5 minutes) In an open space, students form a standing circle to review the preposition

words. Teacher says a term and students repeat doing a gesture to signify where each word

describes.



Direct instruction: (5 minutes) Write and draw new vocabulary “el laberinto” or the maze,

“para” or stop in the board. Students copy terms and drawings in their notebooks.

The task: (35 minutes total)

Students will use objects in the classroom you will build a maze. Use

preposition terms to safely guide a partner through the maze.

Divide the class into two groups Group A and B. Group A will each have a partner

from Group B.

Hallway session: (Student practice 15 minutes) Group B

Group B works in the hallway to pair up and practice giving and receiving directions in Spanish.

In the small group students will guide each other around the school wearing blindfolds.

Classroom session: (Simultaneous 15 minutes) Group A

In the classroom Group A will build a maze moving classroom furniture. (5 minutes)

b. After the maze is built, Group A write step by step directions on the board for

reference. (10 minutes)

Guide through the maze: (10 minutes) Groups A & B

a. Group A members find their partner in the hallway from the other group and place a

blindfold on their eyes.

Group A members speaking only Spanish guide their partner through the maze using

prepositions to describe their every move.

Clean up: (5 minutes) Groups A & B

a. The class cleans up the and arranges the chairs in a circle

Debrief- (15 minutes)

Free Draw & Write- (5 minutes)

Students will write and/ or draw down all of the thoughts and feelings to describe their

experience in the maze. On the board write some guiding terms such as:

Easy Like Scared Trust Help Fall Touch See Hard Problem

Teacher lead discussion- (10 minutes)

Teacher leads a group discussion in Spanish. We debrief the following questions:

The questioning is differentiated depending on the students’ levels of comprehension and output.

For example a novice low learner would have the questions rephrased to a yes/ no either or

question, while a novice mid speaker could answer higher order thinking questions.

Did you like the activity? Why?



What was a challenge?

What was a problem?

What was a success?

What strategies did you use to complete the maze safely?

What strategies would you use next time?

How did it feel to guide?

What did you observe?

Members of Group B are you afraid to be guided next class?

How did your partner help you?

How could you see these skills helping you in real-life?

Day 2

Repeat the same lesson switching the groups. At the beginning of the lesson, introduce the self-

assessment rubric and tell them to be mindful of the language they are using in class to complete

the task at hand. Allow Group B to construct and lead their partners through the maze. Complete

the same debrief.

At the conclusion of class students will self-assess on their text-type and function citing specific

examples of what they said in class.

Assessment Design

Self- assessment participation: Students are given a participation rubric that they assess how they performed in terms of amount

of Spanish spoken, motivation to learn, participation, teamwork and responsibility. Students

created the rubric based on the key skills needed to work in an immersion environment.

Self-assessment text type: Students are assessed throughout the quarter on their text type demonstrated across the functions

of the language. For this lesson the class self- assessed on the level of text type for each of the

four functions used in the maze lessons. They were also asked to give examples of what they said

on the right.

Needs

Improvement

Developing

towards

Expectations

Meets

Expectations

Exceeds

Expectations

For

example,

I said...

Describing

people,

places,

things, how

and how

well

Little to no

target language

production

Some words,

a lot of

cognates

Lists, Chunks

of language,

Memorized

phrases

Fragments and

emerging

simple and

compound

sentences

Asking &

responding

to questions

Little to no

target language

production

Some words,

a lot of

cognates

Lists, Chunks

of language,

Memorized

phrases

Fragments and

emerging

simple and

compound



sentences

Expressing

feelings and

emotions

Little to no

target language

production

Some words,

a lot of

cognates

Lists, Chunks

of language,

Memorized

phrases

Fragments and

emerging

simple and

compound

sentences

Expressing

preferences

and opinions

Little to no

target language

production

Some words,

a lot of

cognates

Lists, Chunks

of language,

Memorized

phrases

Fragments and

emerging

simple and

compound

sentences

Resources: Organic World Language

www.owlanguage.com

American Council on Foreign Language Teaching

http://www.actfl.org/sites/default/files/pdfs/ACTFL2014/SpiralingFunctionsandTasks.pdf

http://www.owlanguage.com/

http://www.actfl.org/sites/default/files/pdfs/ACTFL2014/SpiralingFunctionsandTasks.pdf





Name(s): Tara Bellefontaine & Mary Lee Siple

Email Addresses: [email protected] [email protected]

School District and Address: Mendon-Upton Regional School District

150 North Ave.

Mendon, MA 01756

Superintendent: Dr. Joseph Maruszczak

School Name and Address: Henry P. Clough Elementary School

10 North Ave.

Mendon, MA 01756

Principal: Mrs. Janice Gallagher


Mrs. Maureen Cohen

150 North Ave.

Mendon, MA 01756

Subject Area: School Garden

Grade Level: K-4

Target Audience: All Students

Number of Days of Unit/Activity: Spring/Fall

Project Title School Garden and Healthy Eating Intertwine


Students will have access to hands-on learning in or around the school garden as well as learning

about fresh vegetables and increasing their vegetable consumption.

To make science come alive outside the classroom.

To foster and encourage a sense of being part of a community of learners.

To provide a program that works to build a sense of community through working

together.






Science Standards:

PK-LS1-1 (MA), PK-LS2-2 (MA), PK-LS2-3 (MA) K-LS1-1, K-LS1-2(MA).

1-LS1-1, 1-LS3-1 2-LS2-3, 2-LS4-1

3-LS1-1, 3-LS4-4 4-LS1-1. 4-ESS3-1.

Materials

Massachusetts Agriculture conferences for school garden. www.aginclassroom.org

Massachusetts Horticultural Association www.masshort.org

Mendon Greenhouse owner, Colleen Onclay’s professional assistance

Fuel Up to Play60 www.fueluptoplay60.com

Stop and Shop SHAPE UP! Mini-grant

High Mowing Organic seeds

Description

In 2014 a grant was received from Stop and Shop SHAPE UP! Mini-grant program. This allowed

for Henry P Clough Elementary School to develop a school garden. A 6 raised bed garden was

developed with the assistance of community volunteers. Teachers incorporated growing seeds

into their classroom curriculums. Seedlings were cared for in the classroom and when the

seedlings were viable, each classroom was given a portion of the raised bed to plant their

seedlings. Varied classrooms would assist with watering and harvesting as the garden continued

to grow. During summer hours, community members volunteered their time tending to and

delivered vegetables to the Mendon Senior Center.

Two morning enrichment classes were offered and filled to help with the garden before school

began. Students would learn about weeding, watering and harvesting fresh vegetables. Fresh

vegetables were weighed and then delivered to the school cafeteria. The students would be given

opportunities to try new vegetables as well as how the vegetables would be used in the schools

salad bar or in foods and sauces sold for lunch. The students who grew, cared for and harvested

the fresh vegetables were more apt to try new healthy foods. The garden was so successful that

all teachers at Henry P. Clough Elementary School have offered and are currently tending to

seedlings for this year’s garden. Our school garden is now a big part of our school community.

Assessment Design

Student’s ability to work collaboratively and cooperatively on a project that supports the

School Community

The ability of students to understand and appreciate the art of gardening

Positive feedback from students, teachers, parents and community members

http://www.aginclassroom.org/

http://www.masshort.org/

http://www.fueluptoplay60.com/



3

rd Grade students are shown picking peppers to be used in school’s salad bar.

Morning enrichment students (K-3) are shown delivering freshly harvested vegetables to be used

in the school’s cafeteria. Mrs. Siple is talking with the students about importance of healthy

choices and encouraging the students to try new food.

Mrs. Bellefontaine and a 4

th grade student planted vegetables last fall.



Name(s): Vincent Kiejzo


School District and Address: Milford Public Schools

31 W. Fountain Street

Milford, MA 01757

Superintendent: Dr. Robert Tremblay

School Name and Address: Memorial Elementary School

12 Walnut Street

Milford, MA 01757

Principal: Mrs. Lisa Burns


Dr. Kevin McIntyre

31 W. Fountain Street

Milford, MA 01757

Subject Area: ELA/Informative Writing

Grade Level: 2

Target Audience: All Students (Grade 2)

Number of Days of Unit/Activity: Approx. 4-6 weeks

Project Title Nonfiction Animal Reports

Project/Unit/Program – Focus/Goal The students will learn to find/evaluate a variety of nonfiction resources to be used to write a

nonfiction report about an animal of their choice. The students will learn how to find

information on web resources and how to use a word processing program on the computer to

publish their final drafts.


2016 MA Science and Technology/Engineering State Standards:

2-LS4-1

Common Core State ELA/Reading Standards:

W.2.2, W.2.5, W.2.6, W.2.7, W.2.8, RI.2.5, RI.2.7, L.2.1, L.2.1f, L.2.3, L.2.4, L.2.4a, L.2.4e




Materials - Nonfiction Animal Books

- *Note Sheets (Habitat, Appearance, Diet, Interesting Facts), Paragraph Sheets, Rough Draft

Sheets, Final Draft Checklist, Home Component Parent Letter

- Access to computers or tablets ON A CONTENT-FILTERED NETWORK

- Accounts with a cloud-based word processing program (such as Google Docs)

*Available at http://mrkiejzo.org/archive/animalreport.pdf

Helpful Online Resources:

- National Geographic Kids (free): http://kids.nationalgeographic.com

- Defenders of Wildlife Fact Sheets (free): http://www.defenders.org/animal-factsheets

- Animal Fact Guide (free): http://www.animalfactguide.com/animal-facts/cheetah/

- San Diego Zoo (free): http://animals.sandiegozoo.org/animals/

- Nonfiction Animal Passages ($14):

https://www.teacherspayteachers.com/Product/Nonfiction-Reading-Comprehension-

Passages-Animals-A-Z-Common-Core-682235

- Chit Chat Messages ($9): https://www.teacherspayteachers.com/Product/Chit-Chat-

Messages-Close-Reading-Passages-More-zoo-edition-1197472

Description

After learning about nonfiction texts (including text features), the students are introduced to the

Animal Report project. They are given about a week to think about what animal they want to

research before “committing”. I do not allow them to choose pets because it is difficult for them

to find information about their diet and habitat. (1) After they choose a topic, the students are

allowed to explore PREDETERMINED websites and printed research. They use the note pages

to take notes with facts about the specific topic (such as diet) from each resource. I allow the

students to print their websites because it is easier for them to copy notes when they can

highlight and they can also refer back to the resource if needed. (2) The students then take their

notes to write a paragraph for each topic (diet, appearance, habitat, and interesting facts) using

the paragraph organizer page. (3) When all individual paragraphs are done, they combine them

together on the rough draft page(s) (only writing on the thicker red lines – the gray lines are for

edits). (4) The rough draft is edited with peers and the classroom teacher(s) and the students

write their opinion paragraph using the paragraph frame. (5) After being instructed on how to

use the specific word processing program available, students use the classroom or lab computers

to type their final draft. They also design a cover and can choose a picture of their animal to use

on the cover.

Assessment Design

(6) When the final draft is complete, it is printed and sent home with the parent letter explaining

the at-home display component. When the students bring back their displays, they are set out in

the cafeteria and other teachers or students review them and ask the students questions about

their animals. Students are evaluated on their ability to complete, with appropriate support, the

http://mrkiejzo.org/archive/animalreport.pdf

http://kids.nationalgeographic.com/

http://www.defenders.org/animal-factsheets

http://www.animalfactguide.com/animal-facts/cheetah/

http://animals.sandiegozoo.org/animals/

https://www.teacherspayteachers.com/Product/Nonfiction-Reading-Comprehension-Passages-Animals-A-Z-Common-Core-682235

https://www.teacherspayteachers.com/Product/Nonfiction-Reading-Comprehension-Passages-Animals-A-Z-Common-Core-682235

https://www.teacherspayteachers.com/Product/Chit-Chat-Messages-Close-Reading-Passages-More-zoo-edition-1197472

https://www.teacherspayteachers.com/Product/Chit-Chat-Messages-Close-Reading-Passages-More-zoo-edition-1197472



final draft of the paper. Although helpful, I do not use the at-home components to assess the

students as each student has varying access to materials and support outside of school.

(7) Optional – If you have the time and equipment available, you can have your students present

their project to the class and record their presentation. We have Apple iPads available for use

and the students can take their recording and use iMovie (available free from the App Store) to

edit their video. These videos can then be posted on either a classroom website or restricted

YouTube channel (depending on your school/district policy).



Name(s): Elizabeth Trahan and Nicole Bottiglieri

Email Addresses: [email protected]; [email protected]

School District and Address: Millbury Public Schools

12 Martin Street

Millbury, MA 01527

Superintendent: Greg Myers

School Name and Address: Elmwood Street School 40 Elmwood Street Millbury, MA 01527

Principal: Andrew Hall


Jennifer Bellville

12 Martin Street

Millbury, MA 01527

Subject Area: ELA

Grade Level: Kindergarten through Grade 3

Target Audience: Students

Number of Days of Unit/Activity: September through June

Project Title Daily 5: Fostering Literacy Independence in the Elementary Grades through

training and coaching

Project/Unit/Program – Focus/Goal Our focus for this ongoing program was to integrate the routines and framework for Daily 5 in

order to build upon student’s literacy skills while the teacher pulls small groups for guided

reading. Our goal for students was to internalize these expectations that allowed for all of the

children to be engrossed in their reading and writing so much that these tasks became a habit

while facilitating their independent learning.

Standard Strands Being Assessed The Daily 5 structure and routine allows for most of the ELA standards to be addressed at all

grade levels. In Work on Writing students have an opportunity to use the writing standards at

their grade level through the different prompts that their teachers will select throughout the year.

Learned standards can be reinforced during this independent time to check for a student’s ability

to generalize these standard based skills. In Word Work students are accessing RF standards at

their grade level along with the Language standards. When students are meeting with their





teacher for Guided Reading or Reading to Someone they are able to demonstrate an

understanding of the RL standards, RI standards (depending on text selection), and the SL

standards for discourse. When students are in Reading to Self they are engaging with their RL

and RI standards independently.

Materials

Leveled books

Writer’s notebook

Daily 5 organizational tools

Phonics/word work centers

Online resources:

o https://www.readinga-z.com/

o https://www.thedailycafe.com/

o http://www.mylexia.com/

o https://www.raz-kids.com/

Description

During the spring of 2014-2015 school year teachers were trained in the Daily 5 theory and

practices in order to implement this structure/routine in their classrooms. When the 2015-2016

school year began teachers were then given support in the classroom as they applied the

management system within their guided reading blocks. This support took on many forms.

There was modeling of rotations, individual centers and how to start setting expectations with

students. Resources were gathered for center activities and management tools. Professional

learning communities were established discuss different strategies for implementation. Teachers

also participated in observations of colleagues during the Daily 5 routine in order to grow their

own practice.

Assessment Design

Teachers across all grade levels utilize different strategies to assess their student’s progress both

with the skills and standards addressed within the Daily 5 centers and the level of independence

being gained. Some teachers use observation checklists, rubrics, weekly work collection, and

more established formative assessments. Teachers are also using this year to reflect on and

assess the implementation of Daily 5 in their classrooms in order to improve on their own

instructional practices.

https://www.readinga-z.com/

https://www.thedailycafe.com/

http://www.mylexia.com/

https://www.raz-kids.com/





Name(s): Lisa Gogolinski, Doug Ashby, Donna Taylor Email Addresses: [email protected]

[email protected]

[email protected] School District and Address: Northbridge Public Schools

87 Linwood Ave.

Whitinsville, MA, 01588 Superintendent: Dr. Catherine Stickney School Name and Address: Northbridge Middle School

171 Linwood Ave.

Whitinsville, MA, 01588 Principal: John Zywien Curriculum Director/Coordinator and Address:

Amy Mckinstry

87 Linwood Ave.

Whitinsville, MA 01588 Subject Area: STEM, Technology, Art Grade Level: 5-8 Target Audience: Grades 7 + 8 Number of Days of Unit/Activity: 2015 - 2016 ongoing.

Project Title Steam Collaborative: Integration of Technology, Science and the Arts Project/Unit/Program – Focus/Goal 1 - Adaptive Technology In STEM, the students read, “An Interview with Matthew,” and learned about some of the

challenges that people with disabilities face. They then worked in groups, following the steps of

the engineering design process, to design, test and improve a straw holder that would assist

Matthew. Lastly, they created a poster to advertise their product. In Art I had two students, who were on design teams in Stem, create a user guide brochure for

their product. These students utilized the creative process, brainstorm-sketch-final product, to

develop their brochure to its fullest potential






In Technology, the students used an online video tool to create a commercial to share

information on the project that was developed in STEM and advertised in Art. 2 - Digitally Coding the Analog World In STEM, the students used artwork to practice encoding and decoding in binary code. In Art students created abstract artworks using the elements of shape and color and the principle

of pattern to provide artworks for tech students to translate into digital works. In Technology, the students recreated the Art drawing on the computer using java scripting. 3 - The Art and Science of Ceramic Technologies In STEM, the students investigated the use of kiln technology and its use in modern industry. In Art students participated in a teacher led demonstration on constructing functional pottery

from raw clay. In this process they learned and discussed how clay is formed, sculpted and what

physical properties it possess that affect its firing temperature. They also discussed and learned

about the physical transformations that occur in the kiln, both in a bisque and glaze firing and

what temperatures it requires for both. Then students created their own pottery. In Technology class students examined the Ceramic Color software - Matrix Glaze and

discussed technology’s coding system for digital hues. Standard Strands Being Assessed STEM: 7.MS-ETS1-7(MA). Construct a prototype of a solution to a given design problem. 7.MS-ETS3-1(MA). Explain the function of a communication system and the role of its

components, including a source, encoder, transmitter, receiver, decoder, and storage. 8.MS-ETS2-4(MA). Use informational text to illustrate that the materials maintain their

composition under various kinds of physical processing; however, some material properties may

change if a process changes the particulate structure of a material. ART: PreK–12 STANDARD 1 Methods, Materials, and Techniques Students will demonstrate

knowledge of the methods, materials, and techniques unique to the visual arts. PreK–12 STANDARD 4 Drafting, Revising, and Exhibiting Students will demonstrate

knowledge of the processes of creating and exhibiting artwork: drafts, critique, self-assessment,

refinement, and exhibit preparation. PreK–12 STANDARD 9 Inventions, Technologies, and the Arts Students will describe and

analyze how performing and visual artists use and have used materials, inventions, and

technologies in their work. TECHNOLOGY: G6-8: 1.24 Create a multimedia presentation using various media as appropriate (e.g., audio,

video, animations, etc.). G6-8: 2.7 Explain how technology can support communication and collaboration, personal and

professional productivity, and lifelong learning. G6-8: 3.7 Plan, design, and develop a multimedia product to present research findings and

creative ideas effectively, citing sources.



MS-ETS2-7(MA). Recognize that processes that transform materials into products can be

controlled by humans or by computers. [Clarification Statement: Computer-aided processes are

robotic or automated manufacturing.] Materials STEM: “An Interview with Matthew” skit, variety of containers, straws, pipe cleaners, rubber

bands, paper clips, tape, code.org/curriculum/course4/17/Teacher, Article on Space tiles

news.discovery.com/space Space tile video -pbslearningmedia.org/resource Art: Paper, pencil, colored pencil, sharpie marker, bristol board, oil pastel, ruler, stoneware clay,

pottery tools, electric kiln, glaze, glaze brush Technology: Khan Academy, Matrix Glaze Software matrix2000.co.nz , Animoto Software -

animoto.com/ Description

This year, the Art, STEM and Technology teachers decided to collaborate on some units of

study. Our goal was to expose the students to various projects and discuss how the disciplines are

connected in the real world. In the fall we started with the adaptive technology exploration. The students were able to see

how an idea could be developed, and promoted through the sciences, art and technology. The

winter project allowed students to explore the process of encoding and decoding across the

disciplines. The spring project allowed us to explore the ceramic sciences once again, across the

three disciplines. Together, these experiences allowed students to see how many disciplines work together on a

common goal in professional endeavours. Assessment Design STEM: Students respond and reflect on the Steps of the Engineering Design Process, Product

Design & Poster Presentation, Students work together to encode and decode a message, Guided

discussions ART: Massachusetts Visual Arts Standards based rubric TECHNOLOGY: Presentation Quiz, Video Production Rubric, Java Scripting Quiz, Color

Software Worksheet

https://code.org/curriculum/course4/17/Teacher

http://news.discovery.com/space/slac-analysis-of-attic-pottery-could-improve-space-shuttle-tiles-111230.htm

http://www.pbslearningmedia.org/resource

http://www.matrix2000.co.nz/PurchaseMatrixV6.cfm

https://animoto.com/





Name(s): Rich Levansavich Email Addresses: [email protected] School District and Address: Sutton Public Schools

407 Boston Road

Sutton, MA 01590 Superintendent: Theodore Friend School Name and Address: Sutton High School

383 Boston Road

Sutton, MA 01590 Principal: Ted McCarthy Curriculum Director/Coordinator and Address: N/A Subject Area: History and Social Sciences Grade Level: 9-12 Target Audience: School Community and the Community at large Number of Days of Unit/Activity: Year-long elective class

Project Title Community Service Learning Class (elective) Project/Unit/Program – Focus/Goal Community Service Learning (CSL) is a method of teaching and learning that connects

classroom lessons with meaningful service to the community. Service projects can be integrated

into any curriculum at any grade level. Service learning affects students academically and

emotionally, and increases awareness and acceptance of others in their community. CSL’s goal

is to make learning more meaningful by providing real world experiences. We hope to improve

student learning and leadership, and to build community relations. Standard Strands Being Assessed The strands that are addressed vary based on the project attempted or accomplished. Projects

that are created may also be applied to the SHS’s Mission Statement/Core Values and Beliefs: At Sutton Memorial High School, we are committed to fostering a community of responsible,

life-long learners who value integrity, academic excellence, innovation, and the pursuit of

personal success in a safe, supportive, and challenging learning community.




Materials www.kidsconsortium.org www.rootsandshoots.org www.Gsn.nylc.org www.nylc.org www.pointsoflight.org Description

Students surveyed the entire community (school district and town) at the beginning of the school

year, asking what the needs of the community were. After tallying results, students then chose a

class project based on the needs of the community. I asked students to aim high and to choose a

project with the hopes of completing the project, but completion was not necessary. All they had

to do was their best. Also, all projects had to be tied into the curriculum or school mission

statement, have both in-school and community partners, a timeline, a budget, and an impact to

the community (serve the need). Projects that were created include: Ice Skating Rink-partnered with town selectman, fire department, town administrator, local

business, and math teacher. Project completed, but never had cold enough weather for more than

one weekend of fun. Skateboard Park- partnered with town administrator, grounds manager, math teacher, but never

found site and thusly not completed. Snack Cart to benefit Cancer Home- attempted to partner with local businesses, school lunch

director, and school administrator. Project not completed, funding was main concern. Pollution Awareness-partnered with Town Administrator, town residents, various teachers and

administrators. Project completed and pollution signs made and hung. Community Garden-partnered with area businesses, teacher, superintendent, and Senior Center.

Project on-going and will continue into the summer to provide local residents with fresh

vegetables. School Store-partnered with school department, business teacher, and area businesses. Project

completed and ongoing. All projects involved research, design, organization, planning/scheduling, time management,

communication, follow through, leadership, responsibility, mature attitude, and very importantly-

real world experiences. Assessment Design After students determine the community need and then design a project, the project has to be

presented to the teacher and class. Once approved, students are required to develop a weekly

planner at the start of each week. At the end of the week, students must record their

achievements and reflect on their efforts of the week in a journal.

http://www.kidsconsortium.org/

http://www.rootsandshoots.org/

http://www.gsn.nylc.org/

http://www.nylc.org/

http://www.pointsoflight.org/



Name(s): Celeste Lavigne, Kimberly Mulderig, and Crystal Martin Email Addresses: [email protected], [email protected],

[email protected] School District and Address: Uxbridge Public Schools Superintendent: Kevin Carney School Name and Address: Whitin Elementary School

120 Granite Street

Uxbridge, MA 01569 Principal: Lori Fafard Curriculum Director/Coordinator and Address: Carol Cavenaugh Subject Area: Math Grade Level: Fifth grade, although it can be adapted to any grade level Target Audience: Grade five math students Number of Days of Unit/Activity: Ongoing throughout the school year, although it can be

adapted for specific units of study

Project Title Math Flexible Grouping (MFG) Project/Unit/Program – Focus/Goal

● More opportunity for professional collaboration ● More student risk taking ● Increase in differentiated instruction ● Increase in student achievement

Standard Strands Being Assessed This program can be adapted for specific chosen math units or used throughout a school year.

The grade five math team at Whitin Elementary chose to commit to Math Flexible Grouping for

the entire 2015-2016 school year. All of the grade five Common Core State Standards were

considered and assessed. Materials (if you have links to resources, include them here)

● team created timeline outlining length of each unit including pre and post-test dates ● team determined pre/post-tests for each unit being considered for MFG (pre and post-

tests should be identical for valid assessment of individual student growth)






● parent informational handout ● Math In Focus series resources (may vary depending upon district) ● Class list template to be modified for each unit of study considered for MFG

Description Proof in the Pudding: Math Flexible Grouping was implemented on a fifth grade team at Kaneland John Shields School

in a suburb of Chicago. ● After one year, growth was seen in students’ state and local assessments. ● Students and teachers also expressed positive outcomes in learning, teaching,

collaborating and confidence level. How groupings are formed:

● Groupings are determined by a combination of unit pretest results in addition to teacher

input. ● Groupings change at the beginning of each unit of study which has been determined and

allotted a time frame by grade 5 math teachers. There are seven units in fifth grade. The

unit’s length depends upon the amount of content being covered. Anticipated benefits:

1. More student risk taking:

- MFG encourages student engagement and promotes self-esteem in lower level learners by providing a non-threatening learning environment where all input feels valued. 2. Increase in differentiated instruction:

-There is more time to prepare individualized activities for students. This allows for more variety in instructional methods that meet all learners’ needs. -MFG allows for more effective teacher pacing and steers away from time and resource constraints inherent with 4 to 5 different learning levels in one room. 3. Increase in student achievement:

-More on level instruction provides appropriate pacing of learning for all students and increased enhancement and remediation opportunities. -Flexibility provides opportunity for students to experience different teachers and teaching styles and promotes positive relationships with teachers. -MFG prepares students for the transition to middle school the following school year. 4. More professional collaboration:

-Each team member can bring different skills to the table. -Math teachers work more collaboratively and share students’ growth, allowing more in depth knowledge for all students’ learning progression. -Math teachers share resources to encourage continuity across classrooms. -Math teachers will also collaborate on lesson planning and discussion of students’ progress. Student progress discussions will include communication for report cards and parent/team communication.

Assessment Design

● Math Pre/Post test results

● STAR/MCAS assessments

● Teacher, Student, and Parent feedback



The second column’s scores, labeled “average 2016,” come from student testing in January of 2016; in most

classes then, students have, on average, made a year’s growth in math at only the half year mark! Outstanding!